A critical analysis of social development programs in elementary education

Four social development programs in elementary education are examined. The four programs are (1) A “Causal” Approach to Human Behavior, developed by Ralph Ojemann; (2) the Human Development Program, developed by Harold Bessell and Uvaldo Palomares; (3) Reality Therapy: Schools without Failure, developed by William Glasser; and (4) Developing Understanding of Self and Others, developed by Don Dinkmeyer. Published literature and research studies provided the information sources for the article. The major criticisms of each of the programs can be summarized into four major points: none of the programs (1) has a clearly articulated developmental rationale, (2) focuses heavily on a concern for others, (3) has ongoing programmatic research, and (4) has a rationale for its implementation strategy.     

Predictors of dominance in male Betta splendens

The formation of dominance/subordinancy relations in pairs of male Siamese fighting fish was examined in six experiments. Dominant animals typically were those fish that built the largest nests and that attacked an image of a live, displaying male most intensely prior to combat. However, pretest performance on an operant task and reaction to an animal's own mirror image were not useful predictors of subsequent dominance. These findings are consistent with the suggestion that domesticated Bettas have a territorial social strategy that includes both nest-building and fighting behaviors.     

Prior-residence effect in Betta splendens

Male Siamese fighting fish were presented with the visual image of an aggressive male conspecific for a 150-min test, with attack behaviors monitored continually. A 10-day period of residency in either the test tank or its exact replica resulted in more persistent attack than 10 min of residency. Testing in water other than that in which subjects had resided for 10 days did not produce a reduction in attack. Finally, the extent of attack behavior occurring early in testing was highly and positively correlated with subsequent attack duration; that is, at the start of an encounter, and before severe physical damage has been caused, Bettas may communicate to opponents their "intention" to engage in persistent, injurious aggression.     

An examination of project aware: The effects on children's attitudes toward themselves,others, and school

The purpose of this study was to determine the impact of Project AWARE on children's attitudes about themselves, peers, teachers, principals, and school. Data were collected on children's sex, race, stanine score on achievement tests, and pretest performance in order to determine the differential effects of the treatment. Eighty students were included in the study, 40 in the experimental group and 40 in the control group. All were from fourth and fifth grade classrooms. The major findings were that children involved in the program achieved greater personal adjustment and accepted responsibility for negative outcomes in social situations (internal control). White children scored higher in personal and social adjustment. Black children evidenced more positive attitudes toward school. Girls scored significantly higher than boys on the social adjustment subtests and attitudes toward peers. Black children in the control group had less positive attitudes toward teachers than white children in the experimental group     

The treatment of nocturnal bruxism using contingent EMG feedback with an arousal task

Nocturnal electromyographic (EMG) recordings of masseter muscle activity were performed before and after treatment on 10 heavy bruxism subjects. Treatment consisted of giving the subjects an auditory feedback signal during sleep which occurred when they clenched with moderate force. Each subject additionally had to perform an arousal task every time the signal occurred. Nine of 10 subjects demonstrated a significantly decreased EMG activity using a contingent auditory feedback signal, combining it with an arousal task.     

The double standard of aging and the social situation: Judgments of attractiveness of the middle-aged woman

Two hundred male and 200 female undergraduates judged pictures of middle-aged women and middle-aged men for their immediate emotional appeal. Pictures had been selected to be of middle attractiveness and to represent individuals who appeared to be between 35 and 55 years old. Subjects made judgments under one of the following social conditions: in private, or in small groups which were all male, all female, or half male and half female. Social condition and subjects' sex affected judgments significantly, and there were some significant complex interactions between these two variables and the sex of the stimulus picture. Male and female subjects privately judged middle-aged women to be more attractive than middle-aged men, but the effect was reversed when judgments were made publicly in groups. As predicted, members of all-male groups judged middle-aged women to be considerably less attractive than middle-aged men. Members of all-female groups, and both the men and the women in mixed-sex groups, judged middle-aged women to be only slightly less attractive than middle-aged men.The authors wish to thank Linda Andrews, Dayna Buskirk, Anne Grealy and Lori Monda for their assistance.     

Helplessness deficits in students: The role of motivational orientation

This paper includes research comprised of field studies and laboratory experiments to examine our diathesis-stress model that students with an extrinsic motivational orientation given evaluative/controlling directives are at risk for maladaptive achievement patterns, including performance, cognitive, and emotional deficits of helplessness. The findings, using our multimethod approach, confirmed our assumptions and indicated that motivational orientation is a more reliable predictor of helplessness than either attributions or perceptions of competence. The pattern of data obtained across studies is discussed in light of other theoretical approaches to understanding achievement patterns in students.The research reported here was supported, in part, by Grant No. MN45566 from NIMH. Address all correspondence to Ann K. Boggiano, Department of Psychology, Campus Box 345, University of Colorado, Boulder, Colorado 80309-0345.